Show Search Form

Search Results

registered interest	true false
date	exactly: or between: and
answering body
answering dept id
answering dept short name
answering dept sort name
hansard heading
house id
legislature	pref label
question text
tabling member constituency
tabling member printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member constituency answering member printed grouped question UIN question first answered answering member label
tabling member	label

Search

838921

registered interest
date	08/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Inspections
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent assessment the Government has made of the potential effect on the provision of education when Ofsted inspections do not occur routinely due to a school going through the process of converting to academy status.
tabling member constituency	Bethnal Green and Bow
tabling member printed	Rushanara Ali
uin	127483
answer	answer is ministerial correction date of answer 21/02/2018 answer text <p>When a maintained school is judged as inadequate, it receives an academy order requiring it to convert into an academy. Ofsted will not normally commence monitoring inspections during the conversion process. The exception to this is where safeguarding is judged ineffective, in which case inspectors may visit prior to the conversion taking effect, in order to ensure that pupils are safe.</p><p> </p><p>In cases where arrangements for planned conversion have not been confirmed six months after the academy order has been issued, the department will discuss the progress of the conversion with Ofsted, and Ofsted will decide whether to schedule a monitoring visit or to review the decision again at a future date.</p><p> </p><p>Once the maintained school has re-opened as an academy, Ofsted will not normally carry out an inspection until its third year of operation. The department believes an incoming sponsor should have sufficient time to turn around a failing school before Ofsted revisits. However, where there are significant concerns Ofsted may still decide to inspect before the school's third year of operation.</p><p> </p><p>In the case of a maintained school voluntarily converting to academy status, the pattern of routine Ofsted inspections is not affected.</p><p> </p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 21/02/2018 17:05:21 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4138 label Biography information for Rushanara Ali

838977

registered interest
date	08/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Sponsorship
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate he has made of the number of times a multi-academy trust has withdrawn sponsorship of agreeing in principle to sponsor a school in the last 12 months.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	127538
answer	answer is ministerial correction date of answer 20/02/2018 answer text <p>Regional Schools Commissioners (RSCs), acting on behalf of my right hon Friend, the Secretary of State for Education, and advised by headteacher boards, have responsibility for agreeing a suitable sponsor for a maintained school. RSCs assess suitability by considering a range of factors including: the skills and experience of key staff, the record of school improvement, financial management, geography, and any experience with similar schools or with similar pupil groups. Potential sponsors also conduct their own due diligence to make sure that they fully understand what is required to secure rapid and sustainable improvement of the school concerned. A sponsor may decide to withdraw at any stage during this process. As a result, this information is not held centrally and could only be obtained as disproportionate cost.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 20/02/2018 15:12:22 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4263 label Biography information for Lucy Powell

838979

registered interest
date	08/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pre-school Education: Teachers
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to increase the number of early years teachers.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	127540
answer	answer is ministerial correction date of answer 21/02/2018 answer text <p>The department funds the Early Years Initial Teacher Training (EYITT) programme, which leads to Early Years Teacher Status. EYITT was introduced in September 2013 and builds on the achievements of its predecessor, the Early Years Professional Status. Early years teachers are specialists trained to deliver the Early Years Foundation Stage for children from birth to age five and provide pedagogical leadership in early years settings. To date over 16,000 specialist early years graduates have been trained.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 21/02/2018 14:47:54 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4263 label Biography information for Lucy Powell

838982

registered interest
date	08/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pre-school Education: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what proportion of children in receipt of the early years pupil premium achieved a good level of development in the most recent year for which figures are available.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	127543
answer	answer is ministerial correction date of answer 21/02/2018 answer text <p>The information is not readily available and could only be obtained at disproportionate cost.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 21/02/2018 15:15:38 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4263 label Biography information for Lucy Powell

838989

registered interest
date	08/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Free School Meals
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to his Department's consultation, eligibility for free school meals and the early years pupil premium under Universal Credit, which closed on 11 January 2018, what estimate he has made of the number of children who will be eligible for free school meals (a) if the proposals set out in the recent consultation are fully implemented and (b) five years after the proposals have been fully implemented.
tabling member constituency	East Ham
tabling member printed	Stephen Timms
uin	127550
answer	answer is ministerial correction date of answer 20/02/2018 answer text <p>We estimate that by 2022 around 50,000 more children will benefit from free school meals, compared to the previous benefits system. We have not forecast the size of the eligible cohort five years beyond then, due to the level of uncertainty involved. However, as set out in our consultation response, we are committed to reviewing the level of our threshold once Universal Credit rollout has been completed, to ensure that the most disadvantaged children continue to benefit from a free meal.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 20/02/2018 16:01:40 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	163 label Biography information for Sir Stephen Timms

839020

registered interest
date	08/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Obesity
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent steps his Department has taken to tackle obesity levels in children in (a) primary and (b) secondary schools.
tabling member constituency	West Bromwich East
tabling member printed	Tom Watson
uin	127580
answer	answer is ministerial correction date of answer 21/02/2018 answer text <p>Through the primary physical education (PE) and sport premium, the government has invested over £600 million of ring-fenced funding to primary schools to improve PE and sport since 2013. The government has doubled the premium to £320 million a year from September 2017, using revenue from the Soft Drinks Industry Levy.</p><p> </p><p>£100 million of revenue generated from the Soft Drinks Industry Levy will be used for the Healthy Pupils Capital Fund in 2018-19. This fund is intended to improve children’s and young people’s physical and mental health by enhancing access to facilities for physical activity, healthy eating, mental health and wellbeing and medical conditions. These facilities include kitchens, dining facilities, changing rooms, playgrounds and sports facilities.</p><p> </p><p>We are investing a further £26 million in a breakfast club programme, over the next three years, using funds from Soft Drinks Industry Levy revenues. This money will kick-start or improve breakfast clubs in at least 1,500 schools, with a focus on increasing provision for disadvantaged pupils in Opportunity Areas. The programme will also deliver innovation projects, with the aim of testing solutions to delivery and access barriers, and enhancing the health and education benefits.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 21/02/2018 16:54:38 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1463 label Biography information for Lord Watson of Wyre Forest

839267

registered interest
date	08/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how mainstream schools are held to account for the use of SEND funding; and whether the Government plans to ring-fence that funding.
tabling member constituency	Washington and Sunderland West
tabling member printed	Mrs Sharon Hodgson
uin	127821
answer	answer is ministerial correction date of answer 21/02/2018 answer text <p>The department expects schools to use their full budget to provide the best possible education for all their pupils, including those with Special Educational Needs (SEN). The department believes that headteachers are best placed to make decisions about how to spend their budgets, and have no plans to ring-fence SEN funding. Schools are held to account for the progress their pupils make through the school accountability system and Ofsted inspection.</p><p> </p><p>There is a robust SEN system in place, that has been strengthened still further in recent years. The department has high expectations of schools over the support they should provide to pupils with SEN, and these can be seen for example in the statutory duties on schools to:</p><ul><li>use their best endeavours to make provision for a pupil’s SEN.</li><li>have a SEN Co-ordinator with a Masters level specialist qualification.</li><li>publish a SEN Information Report setting out how they implement their SEN policy.</li><li>comply with the Equality Act 2010.</li></ul><p> </p><p>The government takes account of the implications for pupils with SEN and disabilities whenever new policies are developed. For example, the introduction of Progress 8 and new primary progress measures have strengthened the expectations on schools to support the progress of all their pupils, thereby adding greater weight to the effectiveness of the support schools provide to their pupils with SEN.</p><p><strong><br> </strong></p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 127822 question first answered 21/02/2018 16:31:33 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1521 label Biography information for Mrs Sharon Hodgson

839268

registered interest
date	08/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department takes to ensure that learners on SEND support in mainstream settings are prioritised by school leadership.
tabling member constituency	Washington and Sunderland West
tabling member printed	Mrs Sharon Hodgson
uin	127822
answer	answer is ministerial correction date of answer 21/02/2018 answer text <p>The department expects schools to use their full budget to provide the best possible education for all their pupils, including those with Special Educational Needs (SEN). The department believes that headteachers are best placed to make decisions about how to spend their budgets, and have no plans to ring-fence SEN funding. Schools are held to account for the progress their pupils make through the school accountability system and Ofsted inspection.</p><p> </p><p>There is a robust SEN system in place, that has been strengthened still further in recent years. The department has high expectations of schools over the support they should provide to pupils with SEN, and these can be seen for example in the statutory duties on schools to:</p><ul><li>use their best endeavours to make provision for a pupil’s SEN.</li><li>have a SEN Co-ordinator with a Masters level specialist qualification.</li><li>publish a SEN Information Report setting out how they implement their SEN policy.</li><li>comply with the Equality Act 2010.</li></ul><p> </p><p>The government takes account of the implications for pupils with SEN and disabilities whenever new policies are developed. For example, the introduction of Progress 8 and new primary progress measures have strengthened the expectations on schools to support the progress of all their pupils, thereby adding greater weight to the effectiveness of the support schools provide to their pupils with SEN.</p><p><strong><br> </strong></p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 127821 question first answered 21/02/2018 16:31:33 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1521 label Biography information for Mrs Sharon Hodgson

839270

registered interest
date	08/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department is taking to improve career progression opportunities for special educational needs coordinators and SEND specialists; and whether he plans to include those roles in his Department's consultation, Strengthening qualified teacher status and career progression, published on 15 December 2017.
tabling member constituency	Washington and Sunderland West
tabling member printed	Mrs Sharon Hodgson
uin	127824
answer	answer is ministerial correction date of answer 21/02/2018 answer text <p>Special educational needs Co-ordinators (SENCO)s play an essential role in schools, supporting teaching staff to meet the needs of pupils with Special educational needs (SEN) and ensuring that schools have a clear and effective approach to inclusive education. All maintained mainstream nurseries, schools and academies (including free schools) are required to have a named SENCO who is a qualified teacher. To support their development, SENCOs must undertake the National Award in SEN Coordination award within three years of taking up role. The SENCO has an important role to play with the headteacher and governing body, in determining the strategic development of SEN policy and provision in the school. They will be most effective in that role if they are part of the school leadership team.</p><p> </p><p> </p><p>As part of the consultation to strengthen Qualified Teacher Status, we have proposed introducing an early career content framework for all newly qualified teachers, and have suggested that SEND could be a key element of this framework. The consultation is currently open and we will use the responses to help understand how to best support those interested in becoming SEND specialists. We aim to publish a response by summer 2018.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 21/02/2018 13:21:47 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1521 label Biography information for Mrs Sharon Hodgson

839285

registered interest
date	08/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children's Centres: Liverpool Walton
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment he has made of the effect of the closure of Sure Start children’s centres on the school readiness of children in Liverpool Walton constituency.
tabling member constituency	Liverpool, Walton
tabling member printed	Dan Carden
uin	127839
answer	answer is ministerial correction date of answer 21/02/2018 answer text <p>Due to the wide range of services that affect educational outcomes for young children, it is not possible to draw a causal link between children’s centre services and a child’s educational attainment. Early Years Foundation Stage Profile (EYFSP) results show that the proportion of young children achieving a good level of development at age five has increased across Liverpool 2010. EYFSP results from 2009-10 to 2016-17 are published at:</p><p><a href="https://www.gov.uk/government/collections/statistics-early-years-foundation-stage-profile" target="_blank">https://www.gov.uk/government/collections/statistics-early-years-foundation-stage-profile</a>.</p><p> </p><p>If a council decides to close a children’s centre, statutory guidance is clear that they should demonstrate that local children and families would not be adversely affected and local areas continue to have sufficient children’s centres to meet their needs.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 21/02/2018 13:31:31 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4651 label Biography information for Dan Carden